CHLD 252-01-1248: INTRODUCTION TO CHILD DEVELOPMENT
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CHLD 252-01-1248: INTRODUCTION TO CHILD DEVELOPMENT Spring 2021 COURSE SYLLABUS Instructor: Jennifer Swisher, MSW Office: Zoom via Blackboard Learn (BBL) Email: firstname.lastname@example.org, please use Class Email in Blackboard Learn. Office Hours: Thursdays 12:30-1:30 PM and by appointment Class Days: Tuesday (synchronous instruction) & Thursday (asynchronous instruction) Class Time: 8:00-9:15am (Tuesdays) Class Location: Zoom Room titled, “CHLD 252 Weekly Lecture” in Blackboard Learn (BBL) Course Description: This is a broad-based introductory lecture course that surveys child development from a multidisciplinary scientific perspective. Multiple theoretical and practical aspects of development are presented and examined within a multicultural context. Development from birth through emerging adulthood is explored in three primary areas, or domains: physical, cognitive and socio- emotional. This is not a course on parenting or how to properly raise a child, although there is considerable discussion of concepts relevant to this. Instead, the course is concerned primarily with historical and contemporary scientific theory and research on human development from conception through adolescence. This includes specific biological and environmental influences on development, addressing the longstanding debate of whether nature or nurture has the more powerful influence on human development. Additionally, the psychological and socio-cultural influences on development will be considered. Finally, diversity issues around children’s identity, language development, inequity, access, and family patterns and practices are explored with an emphasis on identifying and challenging biases. This course is in several Lower Division General Education pathways including Diversity Studies and Great Books and Literature and meets the (E) Lifelong Learning requirement. Required Text & Materials: Arnett, J. J., & Jensen, L. A (2020). Child development: A cultural approach (3rd Ed.). Boston, MA: Pearson Education, Inc. [ISBN-13: 9780135163535]
CHLD 252: Child Development Spring 2021 The textbook listed above (make sure to match the ISBN) includes access to a fully mobile online platform consisting of the required text and interactive materials (REVEL and My Virtual Child). You may purchase the digital access code for the program instantaneously from the Pearson website or purchase a hard copy of the access code from the Wildcat Bookstore or other online vendors. Please note that the quickest way to purchase the digital access codes is to get it from the Pearson website directly. How to sign up for Revel 1. Go to this course in Blackboard Learn (BBL) and locate the heading “Content,” then find the subheading “Revel,” and open it. Next select link “Open Pearson.” 2. Sign in to your Pearson Account or create one. 3. Redeem your access code or purchase instant access online. (Temporary access option for financial aid is also available.) Course Format: The course is based on the philosophy that active engagement with the material fosters quality learning. There will be opportunities for naturalistic observations, in-class discussion, in- and out- of-class activities, reflection about the information being presented, and group work. Attendance and participation are crucial to the learning process and demonstrate respect both for your professor as well as fellow students. Students are encouraged to think about (rather than simply memorize) the concepts and issues presented in class in order to integrate and synthesize the information. The exams will be given online, with the exception of Unit 3 Exam/Final Exam Activity Grading: This course has a possible 530 points and grades will be assigned as follows based on completion of the course requirements outlined in the next section. Please note that a 60% constitutes a passing grade in this course. Students are referred to the CSUC Grading Policy 93-100% =A 90-92% = A- 87-89% = B+ 83-86% =B 80-82% = B- 77-79% = C+ 73-76% =C 70-72% = C- 67-69% = D+ 60-66% =D 0-59% =F Course Requirements: Points 1. Exams (300 points): Three 100-point non-cumulative exams will be completed. Dates are noted in the class schedule. The first two exams will consist of 50 multiple choice and true/false questions drawn from text, lectures, and in-class 300 activities. The Unit 3 Exam/Final Exam Activity will include an in-class portion that will occur during our synchronous meeting during Finals Week and an online portion that will be available this same week. The use of books, notes and other class materials is acceptable and encouraged; however, these will be timed (75 minutes) and students must be prepared (e.g., completed readings and have studied) in order to finish within the time constraints. Students also must complete exams by themselves, without help from peers. Any unauthorized collaboration with peers on exams will count as academic dishonesty, and result in students involved receiving a 0 on the exam. 2. REVEL Activities and Quizzes (100 points): This fully mobile online 100 resource will contain readings, activities, and chapter quizzes. There are 12 chapters and each score earned will be averaged. This will translate into points
CHLD 252: Child Development Spring 2021 Course Requirements: Points for this area. For example, if someone earns an overall average of 92% on all 12 chapters, they earned 92 of the 100 points possible for this course requirement. The chapter activities and quizzes have completion dates listed on the class schedule; these are soft due dates. It is recommended that these readings, activities, and quizzes be completed on time. Late work in Revel will be accepted at 50% credit. 3. My Virtual Child Activities (80 points): Accessed through Revel, the My Virtual Child Assignment allows for exploration of issues related to Child Development by raising a virtual child. At four points throughout the course, you will be expected to have raised your child to a certain age and complete reflection essay (questions available via BBL). A typed, double-spaced, copy 80 will be submitted via Turnitin. It is expected these responses will be ~2 pages in length. Please note that simply raising the child to the expected age will earn you NO points. To earn points for My Virtual Child: 1) Raise the child till EXPECTED age before completing essay (0 points if virtual child is less than expected age, even if you turn in the essay on BBL) 2) Write a reflection essay answering the prompt on BBL and submit via TurnItIn before deadline. 4. Class activities (30 points): Individual activities related to course material will 30 be occur throughout the semester. There will be Thursday student work assignments individually assigned and completed through BBL. 5. Participation/Attendance (10 points): We only have 16 class meetings and 10 this includes our Final Exam Activity. Attendance and participation in our Tuesday synchronous instruction is crucial to your success. Contributing class discussion, class polls, and learning activities is important, and consistent absences will negatively impact a student’s ability to earn these points. In addition to the 10 points possible, 5 Extra credit points can be earned by attending all class meetings. Total: 530 How to Contact your Professor: Office hours are available without an appointment on a first come, first served basis. You may contact me to arrange an appointment if you cannot make the office hours. The best way to contact me is via EMAIL in BBL. What is expected of students in regards to participation and attendance for this course: We will meet synchronously in our class’s Zoom room on Tuesdays from 8:00 to 9:15 AM. I will lecture, we will have group discussions, and also watch course related media content. Our class Zoom Room is titled, “CHLD 252 Weekly Lectures,” and is accessible in BBL within the Content Area, Communication. Thursdays are asynchronous instruction, and there will not be a class meeting. Please check the Weekly Content Folder for each week information about student work for Thursdays. Please note Unit 1 and 2 Exams will be available from after class ends on Tuesdays until the end of the day (11:59 PM) on Thursdays.
CHLD 252: Child Development Spring 2021 How to Access Course Materials: Throughout this course we will be using two major online platforms: BBL and REVEL (which includes My Virtual Child). Blackboard Learn (BBL): Our class Zoom room for synchronous instruction, my office hour Zoom room, the syllabus, our class schedule, weekly content folders, Turnitin links for some assignments and Exams will be available on BBL. You are responsible for regularly checking BBL and emails. Plan to log in on Tuesdays for our synchronous class meetings in our Zoom Room, “CHLD 252 Weekly Lectures,” from 8:00 to 9:15 AM, attendance and participation is required. REVEL: REVEL is a fully mobile online platform consisting of the required text and interactive materials. Readings, assignments, and videos will be located here. An audio version of the text is available online as well (i.e., you can opt to have the text read to you). Follow these instructions for signing up to REVEL: 1. Go to this course in Blackboard Learn (BBL) and locate the heading “Content,” then find the subheading “Revel,” and open it. Next select link “Open Pearson.” 2. Sign in to your Pearson Account or create one. 3. Redeem your access code or purchase instant access online. (Temporary access option for financial aid is also available.) My Virtual Child: (Situated within REVEL) We will be using the My Virtual Child online module, in which you raise a virtual child. This is located within the REVEL account. This simulation allows you to experience the development of your “child” from birth through age 18. This experience will allow us to explore major concepts in the course including incorporation of theories you’re learning about, typical events occurring in certain developmental periods, and controversies that may exist. You will be making decisions at certain points, you will reflect on decisions and outcomes, and we will discuss in class. There will be due dates associated with certain events. This will be an integral part of our class-based activities and discussions. Course and University Policies: Make-up Exams, Late Work, and Missing Work: Make-up exams are allowed only at the discretion of the professor, IF the student has a compelling reason for missing the exam as scheduled AND has contacted the professor prior to the scheduled test. If the professor agrees, a new “due” date will be assigned by which the exam must be completed. Late work will be penalized 10% per day late, (after 48 hours or 2 days, late work will not be accepted). Missed in-class activities CANNOT be made up and will earn the student a “0”. Late Arrivals, Early Departures and Missed Class: Late arrival to class is distracting and should be avoided; consistent or excessive tardiness (more than three times) will also result in a lowering of your grade. Likewise, getting up in the middle of class or leaving early is equally distracting and disruptive. Attendance is crucial and students who miss more than three synchronous classes may be dropped from the course. Points earned for attendance and in-class activities cannot be made up. Notifying the professor that class will be missed does not, by default, constitute an “excused absence”.
CHLD 252: Child Development Spring 2021 Cell Phones & Electronic Devices: As we learn online, it may be tempting to tend to other tasks, check social media, or work on class assignments for our class or perhaps another one. During our weekly synchronous class meeting, your undivided attention is necessary and expected. Student Professional Behavior: Behavior standards and the Student Code do not change when the learning environment does. Students should understand that failure to follow appropriate policy during class will result in their removal from the Zoom classroom and a referral to the Student Conduct, Rights, and Responsibilities. The campus is a professional setting. Please treat it as such by following standards for professional and ethical behavior in our and when communicating with fellow students and your professor. This includes engaging in mutual respect and cooperation, as well as following course policies. In this course we will be addressing some topics related to diversity and bias. A critical component of this exploration is respect of other students’ opinions and a goal of these activities is to continue the development of skills for communication and collaboration with those who may be different from yourself. If you have any questions about what constitutes professional behavior, please feel free to ask. Literacy Requirements: All major writing assignments will be graded for literacy, spelling and grammar. Please read in the University Catalog regarding the University’s literacy requirements. A substantial amount of the grade related to these assignments will be related to the legibility of your paper. Proofreading is ESSENTIAL. If you have difficulties with spelling or grammar, please take advantage of campus resources (such as the Student Learning Center—see below, OR the Child Development Writing Tutors—ask about hours). Academic Integrity: Students are expected to abide by the University policies for academic honesty and integrity. Academic integrity is defined as “a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility.” It is the expectation that students 1) know and understand the University’s definitions of and policies on cheating, plagiarism, and misuse of sources, 2) bear full responsibility for content and integrity of all academic work submitted, 3) uphold the academic standards of the University, including reporting suspected occurrences of cheating, plagiarism or other forms of academic dishonesty to the professor. All written work is to be individually produced unless otherwise noted in the assignment. Copying another student’s work of any kind, helping another student cheat, cheating on an exam or quiz ( i n c l u d i n g o n l i n e e x a m s ) or having unauthorized access to test material and assignments constitutes violations, which bear serious consequences (this would include fabricating information about observations that did not actually occur). Plagiarism is the use of the written work of others (either direct copies or close paraphrases) as one’s own original work. If quotations and/or passages from other works are used in papers, they must be accorded the proper citation in order to avoid any misunderstandings about plagiarism. When there is evidence suggesting that a student has committed plagiarism, copied the work of others, allowed others to copy their work, cheated on an exam, altered class material or scores, or has inappropriate possession of exams, or sensitive material, the incident will be investigated by Student Judicial Affairs. The consequences for academic dishonesty are severe. If you have any questions regarding these policies/issues please see me or access the Student Judicial Affairs website at www.csuchico.edu/sjd. Title IX Confidentiality and Mandatory Reporting: As a Chico State instructor, one of my responsibilities is to help create a safe learning environment for students. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private
CHLD 252: Child Development Spring 2021 to the greatest extent possible. However, I am required to share information regarding sexual misconduct with the University. Students may speak to someone confidentially by contacting the Counseling and Wellness Center (530-898-6345) or Safe Place (530-898-3030). Information about campus reporting obligations and other Title IX related resources are available here: Title IX. Student Resources: Disability Services: If you have a documented disability that may require reasonable accommodation, please contact Accessibility Resource Center (ARC) for coordination of your academic accommodations. They can be reached at ( 5 3 0 ) 898-5959. More information about ARC services can be accessed at www.csuchico.edu/arc. Student Computing: If you are in the Chico, CA area there are outdoor study spaces on the main campus and the university farm with WIFI accessibility. Map of these locations can be accessed here. Just click on the Services options on the left to find them. Student Learning Center (SLC): The mission of the SLC is to provide services that will assist students to become independent learners. The SLC prepares and supports students in their college course work by offering a variety of programs and resources to meet student needs. The SLC facilitates the academic transition and retention of students from high schools and community colleges by providing study strategy information, content subject tutoring, and supplemental instruction. Please visit www.csuchico.edu/slc. for more information. Student Resources: Keep Learning: In order to support students during these challenging times, the Keep Learning resource provides online tutorials, and tips and resources about technologies and strategies for successful online learning. Keep Learning can be accessed at www.csuchico.edu/keep-learning. COVID-19 Response: Please see the Combating COVID-19 Together website here for information about COVID-19, steps to take if you or someone you know may have been exposed, and other information regarding the campus response: https://www.csuchico.edu/coronavirus/combatcovid.shtml WellCat Counseling Center: College can be stressful. Free counseling services through the campus Counseling Center are available to help with personal problems that might be interfering with your academics, work, or overall wellbeing. If you or a friend is struggling, please access this great resource. Hours for the Center are Monday-Friday from 8am-5pm with telehealth via phone and zoom appointments continuing through this period of COVID-19 response (call 530- 898-6345 to schedule an appointment). You may also find additional information regarding their services as well as links and resources addressing a variety of issues on the website: www.csuchico.edu/counseling. Crisis services are also available 24-hours a day, 7 days a week at (530) 898-6345 (press 2 to speak to a counselor). Additional crisis help can be found through 9-1-1, the National Suicide Prevention Lifeline (1-800-273-8255), and Butte County Behavioral Health (1-800-334-6622 or 530-891-2810). Please don’t ever hesitate to reach out for help if you or a friend are struggling. Information about Food and Emergency Housing Resources Available to Students: CSU Chico recognizes food and housing insecurity as a concern for many people. Students who have difficulty securing adequate food or housing have long- and short-term resources available at Chico State. Students are encouraged to contact the Center for Healthy Communities for
CHLD 252: Child Development Spring 2021 assistance in applying for CalFresh benefits for long term assistance with food access. For emergency food supplies, CalFresh application help, and emergency housing information, students are encouraged to visit the Hungry Wildcat Food Pantry. 1. Hungry Wildcat Food Pantry, SSC 196 Monday–Friday from 9:30am–12:30pm or by appointment for Grab-and-Go Bags (wear your mask and bring your ID). See the website for up-to-date information at: https://www.csuchico.edu/basic-needs/index.shtml 2. The Center for Healthy Communities, CalFresh Outreach physical office is currently closed, however, they are setting up virtual appointments by emailing CalFreshHelp530@gmail.com. See the Center for Healthy Communities website for up- to-date information at: https://www.csuchico.edu/chc/index.shtml Child Development Mission Statement: Within the context of the broader university commitment to higher education, the Department of Child Development offers opportunities for students to engage in the purposeful acquisition and integration of child development theory, research, and practical field experience. Specifically, the program centers on the foundations of child development (prenatal through adolescence), assessing children and environments (developmental needs, behavioral guidance, home, school, community); analyzing developmental contexts (including gender, ethnicity, social class, family, peers, culture); applying critical thinking skills in personal and professional settings; and influencing character and behavior. Child Development Vision Statement: Students in the Department of Child Development understand the development and environments that affect children and families. Students apply this knowledge, personally, and professionally, in a variety of settings, including human services and education. Faculty facilitate students’ professional development by fostering collaborative learning environments that integrate high-quality teaching, mentoring, promoting scholarly activities, guiding relevant practical experiences, and modeling leadership. Graduates of the program are knowledgeable and reflective professionals with field experience, who recognize and value the uniqueness and diversity of children and families within and across multiple contexts. Course Objectives & Contribution to the Child Development Major: Upon completion of CHLD 252: Introduction to Child Development, the following course objectives describe competencies that students will demonstrate after completion of the course. For Child Development majors, the objectives of this course correspond to the following Student Learning Objectives (SLO’s) as outlined by the Child Development Department: SLO I: Foundations of Child Students will apply the theoretical and empirical foundations of human Development development. SLO II: Students will demonstrate knowledge of assessment issues and perform Child and qualitative and quantitative assessments of children and their environments. Environmental Assessment and Study SLO III: Students will demonstrate knowledge of the multiple environmental contexts Developmental in which children grow and develop, and will be able to analyze systems that Context support children’s wellbeing.
CHLD 252: Child Development Spring 2021 SLO I: Foundations of Child Students will apply the theoretical and empirical foundations of human Development development. SLO IV: Students will engage in professional behavior appropriate to the discipline in Professionalism professional contexts. SLO V: Students will apply critical thinking and scientific methods of thinking Critical Thinking (including logical and empirical reasoning) to issues regarding children’s wellbeing. CHLD 252 Learning Objectives …As Measured By... SLO Describe physical, cognitive, and socio-emotional Exams, development from conception through Activities, I, II adolescence, citing relevant theory and research. Written Assignments Demonstrate an understanding of competing Exams, theoretical perspectives of developmental Activities, I, III influences, particularly as they relate to the Written influences of nature and nurture. Assignments Discuss the role of genetics and hereditary factors Exams, (including maturation) in the cognitive, behavioral, Activities, I, III and psychosocial development of children. Written Assignments Articulate an understanding of competing Exams, environmental influences on development. Activities, III Written Assignments Demonstrate a multi-level understanding of the influences of diversity issues in children’s identity Exams, I, III formation, including class systems, family patterns Activities, and practices, and impact of immigration within the influences of racism, sexism, classism, ableism, and ethnocentrism. Describe and discuss socio-cultural influences on Exams, development from the macro (cultural) to the micro Activities, I, II. III (intra-familial) systems. Written Assignments General Education (GE) Student Learning Objectives (SLO’s): CHLD 252 is found in several Lower Division GE pathways including Diversity Studies and Great Books and Literature and meets the (E) Lifelong Learning requirement. The following SLO’s will be addressed through course activities. Diversity: An understanding of and facility with different intellectual viewpoints as well as the unique perspectives of others based on varied experiences, identities and social attributes. Students will demonstrate an understanding of and facility with different intellectual viewpoints as well as the unique perspectives of others based on varied experiences, identities and social
CHLD 252: Child Development Spring 2021 General Education (GE) Student Learning Objectives (SLO’s): CHLD 252 is found in several Lower Division GE pathways including Diversity Studies and Great Books and Literature and meets the (E) Lifelong Learning requirement. The following SLO’s will be addressed through course activities. attributes. Active Inquiry: A spirit of curiosity to ask questions, seek answers, contemplate, and pursue investigations with intellectual rigor, incorporating appropriate information technology, while making connections between cognitive and personal development, both inside and outside traditional instructional settings. Students will demonstrate knowledge of and apply research techniques and information technology appropriate to the intellectual and disciplinary context. Critical Thinking: Student will identify issues and problems raised in written texts, visual media and other forms of discourse, and assesses the relevance, adequacy and credibility of arguments and evidence used in reaching conclusions. Written Communication: Student will demonstrate the ability to question, investigate and draw well-reasoned conclusions and to formulate ideas through effective written communication appropriate to the intended audience. Note: Changes in the syllabus are at the discretion of the instructor. Due dates are firm and are spaced across the semester. Assignments are due before the start of class on the day listed. Makeup exams will ONLY occur when a compelling reason is agreed upon AND the professor agrees to a make-up date. All readings are required to be completed by the date they appear.
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